Error Analysis of the 8TH Grade Students in Solving Story Problems on Linear Equations in Two Variables

Abstract

Students still find difficulties in solving story problems, as indicated by their ability to determine important elements in story problems and their difficulties in representing a problem in mathematical models. This study aims to describe the types of errors conducted by 8th-grade students in solving story problems arising from linear equations in two variables. The research method used is a case study, and the research subject is the 8th-grade students in a public junior high school in Subang Regency (30 students). The technique for analyzing students' answers using Newman's analysis includes error types: reading, comprehension, transformation, process skill, dan encoding. The study's results indicated that: reading errors were as much as 1.5%, comprehension errors as much as 17.5%, transformation errors as much as 6.6%, process skill errors as much as 37.2%, and encoding errors as much as 37.2%. Most students show process skill errors due to their weak algorithmic reasoning skills in manipulating mathematics. In addition, most of the students indicate encoding errors due to their unfamiliarity with evaluating answers.